Integrating Anti-Bias Education into the Measurement of Early Childhood Education Quality
abstract: Early Childhood Education (ECE) classroom quality has been gaining increased attention from researchers and policy makers, as the link between high quality early learning experiences and future success has become clear. The impact of ECE may be particularly important for low-income, ethnic...
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ndltd-asu.edu-item-297792018-06-22T03:06:05Z Integrating Anti-Bias Education into the Measurement of Early Childhood Education Quality abstract: Early Childhood Education (ECE) classroom quality has been gaining increased attention from researchers and policy makers, as the link between high quality early learning experiences and future success has become clear. The impact of ECE may be particularly important for low-income, ethnic minority youth, who may need additional support to reach the academic level of their higher-income, Caucasian peers. However, the definition of ECE quality does not currently include indicators of classroom practices and center-wide policies that intentionally address issues of culture, race, and ethnicity, topics that may be particularly relevant for the most academically at-risk children. Anti-bias education (ABE) provides a strong theoretical and practical framework for understanding how to incorporate such themes into classroom practice and policy, as well as how to teach students to actively counteract bias and discrimination. However, there is currently no mechanism for researchers to utilize this framework, because there is no measure that can reliably evaluate the level of quality of ABE practices. Therefore, the present study sought to incorporate anti-bias education principles into the conceptualization of classroom quality through measurement development. The measure was developed based on the integration of the original ABE theory with interviews and observations in five ECE programs, which were nominated for their intentional practices regarding issues of culture, race, and ethnicity in the classroom. The five centers ranged in the ethnic composition and average income of their population. The resulting measure contains five domains, with a number of items within each domain. Two of the domains (Toys & Materials, Visual/Aesthetic Environment) contain observational rubrics for assessment, whereas the other three (Organizational Climate, Activities, Interactions) include self-report scales in addition to the rubrics. Future research is needed to pilot the measure and establish validity and reliability across contexts and observation times. Dissertation/Thesis Gaias, Larissa Michelle (Author) Dumka, Larry (Advisor) Shivers, Eva M (Committee member) Simpkins, Sandra (Committee member) Arizona State University (Publisher) Early childhood education Multicultural education Developmental psychology anti-bias education classroom quality early childhood education measurement development eng 143 pages Masters Thesis Family and Human Development 2015 Masters Thesis http://hdl.handle.net/2286/R.I.29779 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2015 |
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English |
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Early childhood education Multicultural education Developmental psychology anti-bias education classroom quality early childhood education measurement development |
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Early childhood education Multicultural education Developmental psychology anti-bias education classroom quality early childhood education measurement development Integrating Anti-Bias Education into the Measurement of Early Childhood Education Quality |
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abstract: Early Childhood Education (ECE) classroom quality has been gaining increased attention from researchers and policy makers, as the link between high quality early learning experiences and future success has become clear. The impact of ECE may be particularly important for low-income, ethnic minority youth, who may need additional support to reach the academic level of their higher-income, Caucasian peers. However, the definition of ECE quality does not currently include indicators of classroom practices and center-wide policies that intentionally address issues of culture, race, and ethnicity, topics that may be particularly relevant for the most academically at-risk children. Anti-bias education (ABE) provides a strong theoretical and practical framework for understanding how to incorporate such themes into classroom practice and policy, as well as how to teach students to actively counteract bias and discrimination. However, there is currently no mechanism for researchers to utilize this framework, because there is no measure that can reliably evaluate the level of quality of ABE practices. Therefore, the present study sought to incorporate anti-bias education principles into the conceptualization of classroom quality through measurement development. The measure was developed based on the integration of the original ABE theory with interviews and observations in five ECE programs, which were nominated for their intentional practices regarding issues of culture, race, and ethnicity in the classroom. The five centers ranged in the ethnic composition and average income of their population. The resulting measure contains five domains, with a number of items within each domain. Two of the domains (Toys & Materials, Visual/Aesthetic Environment) contain observational rubrics for assessment, whereas the other three (Organizational Climate, Activities, Interactions) include self-report scales in addition to the rubrics. Future research is needed to pilot the measure and establish validity and reliability across contexts and observation times. === Dissertation/Thesis === Masters Thesis Family and Human Development 2015 |
author2 |
Gaias, Larissa Michelle (Author) |
author_facet |
Gaias, Larissa Michelle (Author) |
title |
Integrating Anti-Bias Education into the Measurement of Early Childhood Education Quality |
title_short |
Integrating Anti-Bias Education into the Measurement of Early Childhood Education Quality |
title_full |
Integrating Anti-Bias Education into the Measurement of Early Childhood Education Quality |
title_fullStr |
Integrating Anti-Bias Education into the Measurement of Early Childhood Education Quality |
title_full_unstemmed |
Integrating Anti-Bias Education into the Measurement of Early Childhood Education Quality |
title_sort |
integrating anti-bias education into the measurement of early childhood education quality |
publishDate |
2015 |
url |
http://hdl.handle.net/2286/R.I.29779 |
_version_ |
1718700721474371584 |